Table Of ContentFive Components of
Effective Oral
Language Instruction
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Introduction
“Oral Language is the child’s first, most important, and most frequently used structured
medium of communication. It is the primary means through which each individual child will
be enabled to structure, to evaluate, to describe and to control his/her experience. In
addition, and most significantly, oral language is the primary mediator of culture, the way in
which children locate themselves in the world, and define themselves with it and within it”
(Cregan, 1998, as cited in Archer, Cregan, McGough, Shiel, 2012)
At its most basic level, oral language is about communicating with other people. It involves a
process of utilizing thinking, knowledge and skills in order to speak and listen effectively. As
such, it is central to the lives of all people.
Oral language permeates every facet of the primary school curriculum. The development of
oral language is given an importance as great as that of reading and writing, at every level,
in the curriculum. It has an equal weighting with them in the integrated language process.
Although the Curriculum places a strong emphasis on oral language, it has been widely
acknowledged that the implementation of the Oral Language strand has proved challenging
and “there is evidence that some teachers may have struggled to implement this component
because the underlying framework was unclear to them” (NCCA, 2012, pg. 10)
In light of this and in order to provide a structured approach for teachers, a suggested
model for effective oral language instruction is outlined in this booklet. It consists of five
components, each of which is detailed on subsequent pages.
Develop
Promote
Listening &
Auditory
Speaking Skills
Memory
Five
Components of
Effective Oral
Language
Teach and Instruction
Teach a
Extend
Variety of
Vocabulary and
Spoken Texts
Conceptual
Knowledge
Create a
Language
Learning
Environment
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Adapted from Eisenhart C. 1990
Develop
Listening &
Speaking Skills
Below is an article which relates to these 5 elements for effective language instruction and
which contains useful information regarding the skills of speaking and listening.
The early years are a period in which young children are using language to learn not only
about their world but also how language can be used to serve many purposes. This
knowledge is referred to as pragmatic knowledge (Otto, 2006). One component of pragmatic
knowledge is conversational skills. Ninio and Snow (1999) as well as Weiss (2004) assert that
how well children develop conversational skills can influence how well they interact with
others (as cited in Otto, 2006). To a certain degree, children pick up this knowledge naturally,
but an astute teacher or parent plays a vital role in assisting children in their ability to be
good conversationalists.
Conversing with children is not the only way to increase vocabulary, however. Strategies
teachers use while reading with and to children can also build their word banks. Asking open
ended questions (questions in which there is no right or wrong answer and to which the
adult does not “know” the answer) helps teachers assess children’s comprehension but also
helps them learn more vocabulary words (Whitehurst et al., 1988, as cited in Wasik,
2006).Kerry (1982) asserts that the vast majority (approximately 80%) of “teacher talk” in
classrooms is focused on tasks: giving instructions, providing information, or correcting
behaviour or information. Of this talk, 80% of it consists of low-level questions that ask
children to recall information rather than open-ended questions requiring children to think at
higher levels (as cited in Jalongo, 2008). A very important consideration in using any
questioning technique is the “wait time” given to children as they formulate their response.
In addition to giving children ample time to formulate answers, how teachers respond at
that point can encourage or discourage future participation in discussions (Otto, 2006).
Attentive body language, expanding children’s responses, asking clarifying questions, and
using reflective listening techniques are ways to support children’s continued participation in
current and future dialogues (Otto, 2006).
The obvious partner to participating in talk is the ability to listen. Conversation is a two way
communication experience. Although children’s oral, or expressive, language often gets
emphasized, receptive language, or listening, is equally important. Naturally, the ability to
listen is also a key component in learning. It is the way children take in information through
hearing and interpret that information. Children (and adults) can be taught to be good
listeners. A primary way of helping children participate as listeners and speakers in
conversations is for teachers to model good listening and speaking techniques themselves.
Following are some things teachers can do to increase children’s listening and speaking
skills:
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When children are speaking, get down to their eye level. It is difficult to keep up a
conversation with someone when you must keep looking up.
Treat children as if they are skilled at conversation. Give them your full attention and
focus on what they say. Ask open-ended questions to follow up on what they share.
Speak to all children, even those who may have language delays or who are English
language learners.
Ask children questions about things to which you do not know the answer. Questions
that ask children to reflect on a topic or to formulate opinions and explain them not
only show children that you value their ideas but also encourage them to think about
their own feelings and ideas. Don’t give up if children don’t respond well the first
time. Sometimes this kind of questioning and responding takes more deliberate
probing and time for children to develop this skill.
Help children learn to listen to one another. When adults value listening to children
and to each other, children will notice this. Adults must also, however, be intentional
in giving children the skills to listen to one another. Some teachers find that giving
the speaker a prop, such as a stuffed animal or other small object, while speaking to
the group helps distinguish whose turn it is to talk (Jalongo, 2008).
Limit group time and small group discussions to a reasonable time limit for young
children. Their ability to stay attuned to a lengthy discussion is incomplete at this
age. When attention is wandering, it is best to bring closure to the activity and
transition to something else. Record, both by writing on chart paper and audio,
transcripts of discussions so that children can hear and have read back to them
things that were shared.
Value all the home languages of the children in the class, including sign language for
the hearing impaired. For the benefit of English language learners and everyone else,
learn some of the key words and phrases in the languages represented in the group,
record them, create word/picture cards, and provide them in a listening centre. This
way, children can learn some important words in another language and support the
speaker of that language (Jalongo, 2008).
Help children learn to listen and to ask questions by having “Show and Ask” rather
than “Show and Tell.” As children bring in items or objects to talk about, have the
rest of the group think of questions to ask the speaker about the item. This helps
children become better listeners as well as learn how to ask questions (Jalongo,
2008).
Deason (2012)
What needs to be taught?
There are certain elements that need to be explicitly taught before embarking on formal
instruction of oral language. These are;
Awareness of broad rules that govern social interaction
Non-verbal behaviours
Rules for listening
Rules for speaking
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Awareness of broad rules that govern social interaction:
In order to teach speaking and listening skills, teachers will need to create awareness of the
way conversation works by considering the “rules” to be observed by good speakers and
listeners. These are often unconscious.
Turn-taking
The Floor
Adjacency pairs
Repair
Politeness
Turn Taking: turn taking is very important for an effective speaker listener relationship.
Students need to recognize pauses in a conversation where they can take a turn, interrupt,
ask a question or change the subject. Teachers can explicitly teach turn taking so that all
pupils are encouraged to speak e.g. circle time where everybody has a turn, asking students
to work with a partner and choose who will go first.
The Floor: the person who is currently speaking is the person who “holds the floor”. During
conversations, speakers and listeners use eye contact, body language, gestures, and pauses
to judge when a new voice can take the floor.
Adjacency Pairs: these are the sequences of two utterances next to each other, produced
by two different speakers e.g. a question and an answer, a greeting and a response. This
can work well to help develop the everyday social interactions of pupils.
How are you? Very well thank you!
Repair: repair takes place when a speaker has to “fix” something they have said e.g. “I said
seen, I meant saw”. Sometimes the listener can seek a repair which could be expressed
through a facial expression or body language or check for meaning by asking a question such
as “What do you mean? ” or “I don’t understand”. Pupils need to be encouraged to check
that they understand what another person is saying and to check that others understand
them.
Non-verbal behaviours
Communicating is more than just words. The manner in which we use voice, facial
expression, and body language affects the messages we are trying to give. Students are not
always aware that their posture or the way they approach another person speaks volumes
in itself. By creating awareness around the expressive nature of the way a person uses their
body and voice, teachers can help pupils to become critically aware of the non-verbal
behaviours that will equip them to express themselves in an effective manner.
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What are these non-verbal behaviours?
Use of voice: The use of intonation and pauses that convey meaning and attitude
Volume: Volume depends on the needs of the situation, purpose and audience.
There are times when loud voices are required such as in a play, or during assembly.
There are also times when quiet voices are necessary such as working in the library.
Generally speaking a voice should be loud enough that the intended audience can
hear and understand the message being delivered. The use of varying volume will
help to create emphasis or drama when recounting events, telling a story or
persuading an audience.
Intonation: Intonation indicates the changes in speech; a downward intonation
indicates that a message is complete, while an upward intonation indicates a
question.
Pitch: Pitch is useful to use when expressing emotion. Our pitch rises when we are
excited and lowers when we are sad.
Pauses: Pauses are moments of silence between phrases, used to separate ideas and
also used for holding attention. This is particularly useful when giving formal
presentations such as an oral report or telling a story.
Pronunciation: Pronunciation refers to the way words are said. Some younger pupils
may have difficulty in pronouncing the sounds in some words and will benefit from
hearing those words modeled in meaningful contexts. Pronunciation varies across
regions. It is important that pupils know the accepted pronunciation of words in
Standard English.
Proximity: Proximity is the amount of personal space between people who are
talking. The relationship between them, their personalities, and their culture or
whether the situation is personal, social or public will all affect the amount of
proximity needed.
Eye contact: Eye contact is the use of the eyes or gaze in face to face
communication. The level of eye contact often depends on the relationship between
the communicators and affects both the speaker and the listener.
Developing Listening Skills:
According to LeLoup and Pontero:
“Listening is arguably the most important skill used for obtaining comprehensible input in
one’s first language and in any subsequent languages. It is a pervasive communicative event.
We listen considerably more than we read, write or speak.” (LeLoup and Pontero, 2007)
In order to teach listening skills teachers need to:
Explicitly model how to be good listeners
Show the children footage of what good listening looks like
Schedule quiet, listening opportunities as part of the school day
Provide spaces in the classroom that encourage conversation and attentive
listening, e.g. ‘The shop’, ‘The doctor’s surgery’
Create organic learning charts to capture what good listening is
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Possible ways of achieving this include:
Give simple instructions and directions during all learning activities
Ask relevant questions
Read stories aloud to the children and encourage them to re-tell the story in
sequence
Encourage note-taking using frameworks
Use dictation drills
Play games
Use taped stories and questions
Gather information
Complete cloze type activities or unfinished sentences or stories
Conduct Interviews
Base topic work on content of radio programmes
Sequence sentences, ideas and stories
Listen to songs, poetry and music
Use instructional exercises
Developing Speaking Skills:
In order to teach effective speaking skills teachers need to:
explicitly model effective speaking in a formal and informal manner
provide opportunities for students to engage in conversational-style speaking e.g.
using the shop area, providing scenario cards
give students tasks that involve observing and recording effective speaking
use role-playing to teach and reinforce good conversational skills
carry out activities where the whole class read aloud
teach the rules that govern social interaction as mentioned above
create organic charts to capture the mannerisms associated with effective speaking
such as the non-verbal behaviours mentioned above
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Activities to develop speaking and listening skills:
Act It Out
This is a small group activity designed to give pupils time to decide what they would do in
different situations. It provides them with the opportunity to discuss the information they
need to include and to try to find ways of improving their speaking and listening.
1. At the table pick a scenario card and discuss these questions, what is happening?
How do we know? What will we say and do so that everybody knows what we
mean? How can we say this so that it sounds like the talk we use in school? What will
we do to show that we understand what is being said?
2. You need to decide who will act out the part and where the action will start, before,
during or after the event on the card.
3. Try acting it out.
4. Students can then reflect on these questions, what made sense and why? where else
could we listen like this?, where else could we speak like this? What would we say
differently next time and why?
Suggested Scenario Cards
Mary is throwing blocks Oops you have knocked over a carton of
milk
John has taken Bill’s coat by mistake There is no towel in the bathroom
People I Talk To, People I Listen To
This activity provides pupils with an opportunity to discuss the different purposes for
speaking and listening. Teachers can draw on contexts inside and outside the classroom.
Use a variety of photographs or pictures of people that the pupils meet or interact with on a
daily and weekly basis.
1. Choose a picture and discuss using the following questions, when do we talk to …?
What do we talk about with….? How do we speak when we talk to….?
2. Repeat with other pictures emphasising choices that are made according to topics
that may be discussed or the purpose of the speaking.
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Teach a
Variety of
Spoken Texts
The primary purpose of language is to communicate needs, wants, ideas, information and
feelings. Many theorists claim that the different purposes for which we use language fall
under various categories. One seminal piece of research was carried out by British linguist,
Michael Halliday who proposed a list of 7 functions of language commonly known as
“Halliday’s Functions of Language (1972)”. These are listed below:
Function Used for Demands language of
Instrumental Expressing needs/Getting things done Asking, Requesting, Explaining
Regulatory Influencing the behaviour, Setting tasks, Managing, Negotiating,
feelings/attitudes of others Instructing, Directing , Controlling
Interactional Getting along with others Initiating, Sympathising, Reconciling
Arguing, Encouraging, Empathising
Personal Expressing individuality and personal Stating opinions, Confronting, Expressing
feelings thoughts and feelings, Recounting
experience
Heuristic Seeking and learning about the social and Interrogating, Discussing, Asking,
physical environment Querying,
Investigating, Clarifying
Imaginary Creating stories, games, new worlds and Storytelling, Anticipating, Predicting,
new texts Imagining, Playing, Experimenting
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Representational Communicating Information Telling, Lecturing, Stating facts, Sharing
skills, Commenting, Imparting knowledge,
Informing
There are a variety of oral language texts/genres (similar to written genres) that teachers
can use to address the functions of language that are required in social and academic
contexts.
The table below illustrates some of the different types of text:
A Selection of Different Text-types
Oral Reports Conversations
Storytelling and Anecdotes Questioning and Interviews
Partner and Small Group Work Arguments and Formal/Informal
Debates
Giving Instructions/Procedures
Students need to understand and know how the range of oral language texts will operate in
different contexts. Therefore as teachers we need to establish classroom structures and
procedures that allow students to develop their understandings of the different forms that
oral language texts take, as well as providing opportunities for pupils to purposefully
practice these forms in a variety of settings.
It is important when addressing the different types of language to give consideration to
The range of different social contexts of language (formal or informal, familiar or
unfamiliar)
The range of cultural contexts for language (local, community, institutional)
The possible participants in a conversation and the relationship between them (the
people who are known, unknown, students, peers, adults)
Definitions and Activities to Support Implementation
Oral Reports
Oral Reports give students experience in selecting and organising information that will suit
specific purposes, situations and audiences. Reports can be planned such as reporting on a
project (“The Lion”) and unplanned such as the plenary part of a lesson (How did your group get
on?). Oral reports are those based on a shared focus of interest or particular topics being studied
at that particular point in time. Subjects like science and geography lend themselves to
organising reports e.g. a report on the life-cycle of the butterfly, a report on volcanos, especially
if students have been involved in group work first.
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